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Educational Leadership Development Conference

St. Peter’s CollegeOxford University

March, 2004

Leadership in Self-Governing Schools: Shared Leadership for More Effective Schools

Leadership in Self-Governing Schools

Shared Leadershipfor More Effective Schools

Education Leadership Development Conference

St. Peter’s College, Oxford University 20 – 27 March 2004

Guest Editor: Helen SobehartThe Leadership Institute, Duquesne University, Pittsburgh, PA

Managing Editor: Vivian WilliamsNCLS, St. Peter’s College, Oxford University

Published by:The Norham Center for Leadership Studies, Oxford

2004

Printed by:Duquesne University, Pittsburgh, PA

ISBN : 0-9542333-2-8

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Forewordassessments that may carry different acronyms, such as NCLB (No Child Left Behind) or Ofsted (Office for Standards in Education), but represent the rigid yardsticks by which educators must measure the work of their students. Other writers took a more philosophical approach to the same issue. Some reflections were spawned by an English educator’s discussion of loaves and hyacinths. Rhetorically, he posed a question upon which those authors reflected: should the main purpose of education be to feed our children with the loaves of basic content, or should we inspire their creativity so they may grow hyacinths and create other works of art? Still other articles addressed very practical aspects of the conference – the basic mechanics of planning, maneuvering, and completing the trip to Oxford for themselves and sometimes even family members. Some take a more scholarly approach, questioning the essence of leadership: where it has been, where it is going, where it ought to go, and even if it can exist at all without contributors who choose to follow those who aspire to lead. Some of the writers included here remarked on the personal accomplishments of our gracious host and scholar, Dr. Vivian Williams, likening the support of his family to the concept of shared leadership which was so often discussed during our time together. One writer noted the symbology of canes, two of which were needed by Dr. Williams at the beginning of the week to physically support him due to recent health challenges. The canes symbolized contributorship to that writer as she noted how Dr. Williams needed these supports less during the week as the intellectual stimulation of discussion and collegiality gave him unanticipated strength to use only one cane and, momentarily, none. Of course, some of my colleagues commented on culture. A few expressed great envy at the morning tea time held in every U.K. school. They observed it as a time in which everyone comes together, no matter what their responsibility in the school environment, to both discuss student issues and share the journey of life together. The unanimous feeling among all who shared this experience is that it is truly a spiritual rejuvenation. Of course, history is an inevitable theme contained herein. Our authors commented about being touched by the “presence” of what has gone before them in this remarkable university. One specific observation brings me full circle to my opening thoughts about the “inklings” and what I originally thought were diverse perspectives among the scholars who visited the Eagle and Child during March 2004. Yes, they experienced and shared many different perspectives. However, as I consider them more deeply, I see a powerful common thread, one that was part of the discussion of the original “inklings” so long ago. That

The time has come the leader said to speak of many things of hyacinths and loaves of bread of tea and wise old inklings.

For the past seven years I’ve had many opportunities to share fellowship and froth at the Eagle and Child tavern in Oxford. At that same tavern over 50 years ago, C.S. Lewis and others of his “inkling” colleagues, such as J.R.R. Tolkien and W.H. “Warnie” Lewis also shared fellowship and froth as they imagined mystical lands, created beings from nether worlds, and designed epic journeys which, for some of their heroes, might never end. Perhaps because of the connection in that pub, I felt comfortable to begin this piece by playing on the famous words of another well known Oxford scholar, Lewis Carroll, in the poem “The Walrus and the Carpenter”:

“The time has come,” the Walrus said, “To talk of many things: Of shoes—and ships—and sealing-wax— Of cabbages—and kings— (p. 75-81).

During the 18th Annual International Leadership Conference sponsored by the Norham Centre for Leadership Studies at St. Peter’s College, Leadership in Self-Governing Schools: Shared Leadership for More Effective Schools, over 40 educational leaders gathered from both sides of the Atlantic pond. During a week of rich discussion that included school visits, seminars, cultural excursions, and social activities, participants shared resources and views on a wide range of issues. Yet the contributors to this monograph represent a subgroup of these attendees, a group which shared a common background: they are all doctoral students from Duquesne University’s Interdisciplinary Doctoral Program for Educational Leaders (IDPEL), specifically from a branch of that program hosted at Shippensburg University in Pennsylvania. They engaged in the conference as part of a culminating course in their doctoral program and so had read many common resources and experienced many common situations in both basic and higher education systems. Therefore, I anticipated a more common set of reflections on their experience during the week-long conference. That was not to be the case. The play on the Lewis Carroll quote came to mind as I pondered how to approach the foreword of a collection which represented remarkably varied experiences and perspectives. Some of the contributors to this compendium were impressed by the structural comparisons and contrasts between schools in the United States and the United Kingdom. They wrote articles about state and national standards, curriculum development, and high stakes

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powerful thread is the concept of “journey.” It may have been the actual journey across the ocean. It may have been the journey across time and culture. It may have been the journey through new scholarly concepts and realizations. It may have been the realization of the power of the shared leadership journey, of contributorship, and of the people, “canes” and events that help us along the way. The concept of the journey itself, even though we know not whom we may meet along the way, nor where or if it will end, was captured by one of the “inklings” at the Eagle and Child those many years ago. Our leadership journey and its importance was never described more eloquently than by C.S. Lewis:

…but for them it was only the beginning of the real story. All their life in this world and all their adventures in Narnia had only been the cover and the title page: now at last they were beginning Chapter One of the Great Story, which no one on earth had ever read: which goes on forever: in which every chapter is better than the one before. (Lewis, 1956)

Helen SobehartEditor

Interdisciplinary Doctoral Program for Educational Leaders (IDPEL) & The Leadership Institute

Duquesne University

References

Lewis, C. S. (1956). The Last Battle. New York., NY: Macmillan Publishing Corporation.

Carroll, L. (1872). The Walrus and the Carpenter. Through the looking-glass and what Alice found there. (p. 75-81). New York, NY: The Macmillan Company.

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Table of ContentsReflections of Support in Shared Leadership, Andrea Malmont ..............................................................................................5

Endings and Beginnings: Inklings Style, April M. Hershey .....................................................................................................7

Practical Aspects of Twenty-first Century Leadership, Arthur Sutton ......................................................................................9

The World Turned Upside Down: Hyacinths, Loaves and Butterflies, Brett Gilliland ..........................................................12

Mentors and Contributorship: Reflections Past, Present and Future, Bruce P. Elliott ............................................................15

The Learning of a Leader: A Formal or Informal Lesson?, Chad H. Bennett ........................................................................18

The Oxford Journey: Shared Experiences, Shared Learning, Shared Moment in Time, David Reeder ..................................19

Cross-cultural Education Can Be for the Teacher, Too, Edward Arke ....................................................................................21

Reflection on the Tutor-Student Relationship: Oxford Style, Gwendolyn Durham-Swingler ..............................................23

Attributes of Shared Leadership, James J. Bruno ...................................................................................................................26

The Journey of a Lifetime, Joseph M. Snoke .........................................................................................................................28

Will You Join Me for a Cup of Tea?, Kenneth Jenkins ...........................................................................................................30

More the Same than Different, Mark K. Leidy .......................................................................................................................33

The Servant Leaders Across the Pond, Maurice E. Flurie ......................................................................................................34

Remember, It was the Little Dog Who Exposed the Wizard, Michael Jones .........................................................................36

The Fine Art of Formality and Flummery, Shellie Jacobs ......................................................................................................38

Viewing Learning Through a New Set of Eyes, Sherri L. Smith ...........................................................................................39

Action Leadership, Sherry L. Milchick ..................................................................................................................................41

Building Meaningful Relationships, Sonya L. Barnes ............................................................................................................42

A Higher Educational Journey on Leadership, Tim Ebersole .................................................................................................43

An Oxford Reflection: Personal and Professional, Virginia Allen .........................................................................................45

The Essential Experience, William Chain ..............................................................................................................................47

Higher Education Seminar: Leadership Practice - Prescriptive or Elective?, Vivian Williams .............................................49

Appendix A - Conference Programme .....................................................................................................................................54

Apendix B - List of Conference Participants ...........................................................................................................................59

Appendix C - Norham Center for Leadership Studies .............................................................................................................62

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Reflections of Support in Shared LeadershipAndrea Malmont

St. Peter’s College occupies the site of two of the University’s oldest inns or medieval hostels, Bishop Trellick’s, later New Inn Hall, and Rose Hall, both of which were founded in the thirteenth century. But its history really began in 1929 when St. Peter’s Hall was founded by Francis James Chavasse, Bishop of Liverpool, who was concerned at the rising cost of education in the older universities in Britain, and projected St. Peter’s as a College where promising students, who might otherwise be deterred by the costs of College life elsewhere, could obtain an Oxford education. The commitment to make Oxford accessible to any student of ability, irrespective of means, remains a feature of St. Peter’s today. (St. Peter’s College, Retrieved April 7, 2004)

Some students who have studied at St. Peter’s College are a former President of Ghana, Edward Akufo Addo; a former Speaker of the United States House of Representatives, Carl Albert, who had used a cane prior to his passing at the age of ninety-one; film director, Ken Loach, who wrote the documentary A Question of Leadership. Nicholls (1999) states:

To combat the prevalence of Thatcherism, Loach embarked on a series of documentaries. His first foray into documentary was A Question of Leadership put together for ITV’s South Bank Show, but Editor Melvyn Bragg stepped in and refused to authorize the broadcast. However, it was eventually shown on Channel 4, three months later, after the heat of Thatcher’s overpowering of the steel strikers had subsided. (p. 1)

My experiences during the International Leadership Conference influenced my views on leadership. As I participated in the Higher Education Syndicate, I would reflect often about the people who had attended St. Peter’s College and their contributions. Equally as important to me as I reflected during the week was how Dr. Vivian Williams used two canes to support himself after a long illness. It became apparent to me that the canes of support were just as important to me as the lessons learned about the culture of the Oxford educational process. The canes were the foundation and support that Dr. Williams needed after many months of being bedridden. Interestingly enough, I realized

that the canes Dr. Williams needed to stand upright were similar to the support that leadership is built upon and some of the people who had attended St. Peter’s were continuing the support of leadership of St. Peter’s College. The interactions with Dr. Williams, Dr. James Arthur and many other interactions brought me to a better understanding that leadership is just like the canes used to help support Dr. Williams. The leadership process has evolved and so has the cane. The cane, otherwise known as a walking stick, has evolved from many different parts of the world. From royalty and their use of the scepter and staff, to the religious leaders and their use of pastoral staffs designed to look like a shepherd’s crook herding the believers to him, or for the solitary sheep herder, the cane has been an important symbolic accessory. Men and women in authority, whether secular or religious, have used the staff or walking stick as a symbol of their power. Senge (1990) wrote that for some people it may be difficult to see the connectedness to the world. He describes his six-week-old son as being unfamiliar with his own hands and feet “or that he controls their actions” (p.169). Senge continues to describe that his son had taken hold of one of his ears thus it started to hurt and agitate him. The more agitated he became, the harder he pulled. “Not knowing that his hand was actually within his control, he perceived the source of his discomfort as an external force” (p. 169). As the week passed, Dr. Williams went from using two canes, to using only one. He inspired all the participants as his color began to change and light the room with a variety of perspectives, challenges and his life experiences. The support of his daughter and wife were actually equally important in supporting Dr. Williams as he lead the conference. The lesson learned was evident to me as I realized that in leadership one person cannot lead or be a change agent without the support of people who take on roles just as important as the cane that supported Dr. Williams. Interestingly enough, the cane has also represented people who are frail, and to alert the blind to obstacles in their path. James Biggs of Bristol claimed to have invented the white cane in 1921. After an accident that claimed his sight, the artist had to readjust to his environment, or so he thought. Feeling threatened by increased motor vehicle traffic around his home, Biggs decided to paint his walking stick white to make himself more visible to motorists (“Fashionable Canes and Walking Sticks,” Retrieved April 7, 2004). The obstacles and challenges that Dr. Williams and his family faced for many months had been supported with great rewards. He was able to continue sharing his energy about leadership because of the shared leadership of many people taking care of matters while he was ill.

Andrea Malmont is Assistant Professor, Shippensburg University, Pennsylvania

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As written in Maslow on Management (1998), formally titled Eupsychian Management (1961), Maslow asserts that leaders encounter diversity yet embrace the idea that communities with people from different states of life and a variety of ethnic origins will improve the workplace. Accepting others isn’t always easy and it is common to have perceptions about people that block the ability to effectively communicate. Some barriers to understanding people are: stereotypes, discrimination and fear of differences. Maslow (1998) stated that:

Synergy can be defined as the resolution of the dichotomy between selfishness and unselfishness, or between selfishness and altruism. We normally assume that the more one has the less the other has. The selfish person has less altruism than the unselfish person, but this need not to be so under the correct institutional and social arrangements. It is possible to set up organizations so that when I am pursuing my own self- interest, I automatically benefit everyone else, whether I mean to or not. (p.23) Northouse (2001) examined a factor that helps leaders create a climate in which all people feel valued. It is the individualized consideration that is supportive to individual needs. It also addresses diversity in the workplace. “Leaders act as coaches and advisers while trying to assist individuals in becoming fully actualized. These leaders may use delegation as a means to help followers grow through personal challenges” (p. 138). Bugay ( 2001) termed TransformActional leadership as a philosophy by which people within the organization share the vision and became part of the process of leadership, thus creating an environment in which people trust each other, accept others non-judgmentally, and create a stimulating intellectual environment that is purposeful and brings a sense of fulfillment to the organization and to the people individually. Shared leadership, to Bugay, is a team working collaboratively with extensive communication and flexibility. Like Nicoli Machiavelli in 1532, he believes that leaders can share the responsibility of the kingdom. Machiavelli proposed a cabinet of experts from a different part of the kingdom to become close advisors to the king. Thus the king could understand and know specific problems in each area of the kingdom because the close advisors were the experts. The advisors and king become involved in defining, accepting and carrying out the mission of the kingdom with shared leadership. Hoyle (2002) states that:

Although the term minority is slowly disappearing from our lexicon, minority status is a reality for many seeking equity and fairness in employment opportunities in most organizations. When minority managers are underrepresented in organizations, mentoring by majority mangers takes on a new and vital role. Although most well- meaning and caring

mentors believe that race and background are factors to be considered, they may believe that the ethnicity of the protégé is not that important. (p.80)

To effectively mentor people of all cultures and backgrounds, communication is an important process according to Hoyle. In order to communicate effectively, Hoyle asserts that love is what will open the channels to communication. When examining Maslow’s theory, it would make sense that leadership does involve meeting basic needs as well as self-actualization, but that the movement from basic needs to self-actualization is in constant motion depending on the situation. The greatest gift during the conference was modeled to me. Leadership is most effective when it is shared by people. Like the canes that support Dr. Williams, so did his family. Both his daughter and wife took on many different leadership capacities and it was very evident to me. Communication and commitment is the key to effectively ensuring that a common goal is achieved. I flew home thinking about the wonderful information that I had learned but I was changed forever observing what shared leadership can do for people, programs and communities.

References

Bugay, D. P. (2001). TransformActional leadership: Leaders building on trust. The James MacGregor Burns Academy of Leadership. Retrieved March 8, 2004, from http://www.academy.umd.edu/ila/2001proceedings/David.htm

Fashionable Canes and Walking Sticks. (n.d.). History of the blind cane or shooter cane. Retrieved April 7, 2004, from http://www.fashionablecanes.com/caneinfo.htm#walk

Hoyle, J. R. (2002). Leadership and the force of love. Thousand Oaks, CA: Corwin Press.

Maslow, A. H., & Bennis, W. (1998). Maslow on management. New York, NY: John Wiley & Sons.

Nicholls, D. (1999). 1-World festival of foreign films: Ken Loach. Retrieved April 15, 2004, from http://www.1worldfilms.com/kenloach.htm

Northouse, P. G. (2001). Leadership theory and practice. Thousand Oaks, CA: Sage Publications, Inc.

Senge, P. M. (1990). The fifth discipline. New York, NY: Doubleday.

St. Peter’s College, Oxford. (n.d.). History of the college and its buildings. Retrieved April 7, 2004, from http://www.spc.ox.ac.uk/history/

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Endings and Beginnings: Inklings StyleApril M. Hershey

In late March 2004, our Interdisciplinary Doctoral Program for Educational Leaders (IDPEL) cohort from Duquesne University gathered in Oxford, U.K., for the culminating coursework of our program. This experience involved a great deal of pre-planning--from airline arrangements to research to several group meetings to coordinate our presentations. In actuality, the preparations for this trip and the start of our journey began three years ago, at the commencement of our coursework in a remote state park in western Pennsylvania. In the summer of 2001, our cohort met for the first time at the Linsly Outdoor Center outside Pittsburgh. The Linsly experience was designed for us to demonstrate leadership and problem-solving skills, build trusting relationships, and stretch ourselves by experiencing somewhat uncomfortable situations. This encounter prepared us for working together both as a cohort and in our smaller advisory groups. This ‘beginning’ was both traumatic and cathartic in many ways, marking the start of our doctoral program, but also the end of other stages and phases in our lives. At the time, the enormity of the doctoral program loomed before us: the three years of coursework, the papers, the constant self-reflection, the presentations, and ultimately, the dissertation. It seems impossible that with the close of the Norham conference, those three years of coursework which began at Linsly were essentially completed. During our stay in Oxford, we were given several assignments, including the study of several texts, the discussion of a list of related questions, the analysis of and comparison between British and American school system, and the presentation of a leadership topic to the conference audience. In addition to these very scholarly assignments, we were also charged with the ‘responsibility’ of visiting several pubs in Oxford proper. In doing so, we were continuing the IDPEL tradition of collegiality, and in most instances, just finding a more comfortable location in which to hold scholarly discussion. While this assignment at first appeared somewhat silly, it proved to be one that caused more scholarly thinking and self-reflection. One of the pubs on the assigned list was the Eagle and Child, a rather well-known establishment because of its connections to several famous authors. A plaque inside the pub tells the tale:

C.S. Lewis, his brother, W.H. Lewis, J.R.R. Tolkien, Charles Williams and other friends met every Tuesday morning between the years 1939-1962 in the back room of this their favourite pub. These men, popularly known

as the ‘Inklings,’ met here to drink beer and to discuss, among other things, the books they were writing.

In essence, our cohort did the very same thing as the ‘Inklings’: we sat in the pub and discussed our presentations and our dissertation topics. Our entire doctoral journey to this point mirrored this format as we met for class bi-monthly to discuss and refine our ideas over the last three years. The Oxford experience formally ended this part of our journey. It seemed fitting that we continued the same procedures, just in another setting, which happened to be in another country. Having been at the very pub where so many creative thinkers held what can only be assumed to be magnificent discussions, I was inspired to pull out my personal copies of the great works of C.S. Lewis and J.R.R. Tolkien. I had not read these books since my days in middle school, and with the current hype surrounding the Hollywood version of these works, I had been meaning to revisit them anyway. What struck me about the content in both series of books was that no matter how fantastic the story became, the undertones of life lessons were abundantly evident. Having the Oxford experience so fresh in my mind made me draw parallels to our doctoral program. Most meaningful to me was the continued references in both series of books to the ‘journey’ which is the exact term we have always used in our discussions of our program. Since this conference marked the conclusion of that journey, I found these two quotes to be most poignant:

‘And that’s the end of that,’ said Sam. ‘A nasty end, and I wish I needn’t have seen it; but it’s a good riddance.’ ‘And the very last end of the War, I hope,’ said Merry. But to think that it should fall here…’ ‘I shan’t call it the end, till we’ve cleaned up the mess,’ said Sam gloomily. ‘And that’ll take a lot of time and work...’ (Tolkien, 1965)

…but for them it was only the beginning of the real story. All their life in this world and all their adventures in Narnia had only been the cover and the title page: now at last they were beginning Chapter One of the Great Story, which no one on earth had ever read: which goes on forever: in which every chapter is better than the one before. (Lewis, 1956)

Both authors address the intertwining of the beginning and end of a journey, each one seeing it in a different way. As we continue our journey, through the writing and defense of the dissertation and on to other educational endeavors, we can chose to see the path as a chore, or as an adventure “in which every chapter is better than the one before.”

April Hershey is Principal, Reamstown Elementary School, Cocalico School District, Pennsylvania

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References

Tolkien, J. R. R. (1965). The return of the king. New York, NY: Random House, Inc.

Lewis, C. S. (1956). The last battle. New York, NY: Macmillan Publishing Corporation.

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Practical Aspects of Twenty-first Century Leadership

Arthur Sutton

Crisis in Education The issues we discussed during our stay in Oxford and those that we encountered while visiting schools caused us to reflect on recent readings on leadership. How do we balance the practical with the theoretical or ideal? The struggling attitudes, behavior and educational outcomes of students defined as at-risk are causing notable concern on the part of educators. On both national and international levels, these issues are seeping through the structural walls of the educational system, creating an academic malignancy. It is now vital that solid administrative and academic leadership come to the forefront of addressing and resolving the emerging educational crisis. It behooves our nation, and its educational institutions, to work fervently and constructively on practical models of academic achievement, to restore the vigor and health of our educational system. This will require leadership that is both practical and relational. Leadership that motivates both the personnel and students will be key to resolving the educational crisis. Alternative methods of teaching and learning will have to be implemented to reach the growing numbers of at-risk students. Twenty-first century leaders must be willing and ready to take on this challenge.

Idealist Leadership vs. Practical Leadership Zemke (2001) lays out the ideals of leadership from a military model. In most modern media, leaders are indelibly described in fabled or lofty forms as a means of caricature symbolized by an individual’s performance. In other instances, the persona of leaders are seemingly able to scale great heights, elude villainous figures, and save the awaiting damsel from further catastrophic events. Vicariously, this swashbuckling figure has been depicted through media portrayals and often casts images of heroism and excitement in the minds of those entertained through this media. Yet the whimsical characteristics of literary leadership are mere forms of entertainment and humor, shells of true leadership that are often impractical and unattainable. Yet, Zemke emphasizes that for twenty-first century leadership to be effective it must first be practical.

Learning Communities and Leadership Consequently, a new paradigm of leadership is emerging in the realm of professional administration.

Operating as a swashbuckling figure in school or business administration could have unpredictable and counter-productive effects on an organization. Leadership today must be realistic. Strategic interaction through attentive listening and adept response is the heartbeat of the organization. This is the thrust of leadership and community building: encouraging participants to work productively toward their organizational best. Educationally, leadership within a school perpetuates the ideals of learning communities through compassion and capacity building of its students. The cavalier attitude of individualist, dictatorial headship is gone. Leadership must be tangible, attainable, and fashioned into the hearts and minds of its personnel. Hoyle (2002) depicts a caring form of leadership as being pragmatic. This form of compassionate leadership will promote effectiveness and maintain standards within learning communities.

Effectiveness in Institutions An important definition of leadership is the ability to facilitate a group of individuals and successfully accomplish organizational objectives. Planning is important in the development of institutional outcomes. A good leader looks to develop group synergy. Encouraging individuals to work productively toward organizational goals is the hull of pragmatic leadership. Yet, effectiveness is the crowning quality of leadership. Organizations solicit individuals in formal leadership capacities to ensure advancement for the overall enterprise. Leaders are expected to proactively influence the framework and life of the organization. Such leaders will impact the attitudes, actions, and even the culture of an organization. Effective leadership is the driving influence of dynamic organizations.

Dynamic Institutions and a Leader’s Behavior The integrity of a leader is also an essential element of leadership. Working with people from diverse backgrounds and with uniquely different levels of expertise is frequently encountered by leaders. Yet nearly every person will respond affirmatively to leadership that is trustworthy, unselfish and fair. Based on this, an effective leader is able to influence staff members from varied personalities and working styles to achieve the goals and objectives of the organization. The integrity of a leader is often reflected through the attitude of the employees. It is important to have positive and pro-active relationships with staff members, built by the equitable, knowledgeable and caring administration of their leaders. Employees will often work with greater productivity when the work environment is constructive. Arthur Sutton is Administrative Specialist, Harrisburg Area Community College, Pennsylvania

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There should be mutual feelings of positive regard within the working relationships. Successful leadership will be grounded in a supportive direction.

Influence on the Organization Fundamental to a dynamic work environment is practical guidance. In this capacity, leadership becomes the catalyst for organizational accomplishment. An atmosphere or environment that promotes personal and organizational growth is an optimal work experience. Wheatly (1999) suggests that leadership can be likened to scientific management. This perspective notes inputs, interactions, and expected outcomes for productivity. This is an efficient model and relies heavily on the structural development within an organization. Still, the responsibility of leadership is a unique and sometimes perplexing one for those ill-fitted for the expansive role of organizational operations. While leadership may be granted to an employee based on diligence, commitment, and sound work habits, these characteristics can be limited to a single job function. While some are identified as leaders in organizations as they demonstrate positive employment attributes, they may not be equipped to take on the responsibility of others’ productivity. For example, a person can be highly esteemed in an area of knowledge or expertise, and yet the individualized characteristics of a leader are not readily passed on to the group being led.

Leaders of Dynamic Institutions Inspire It is therefore essential to understand elements that influence people in working situations. Senge (1990) indicates leaders should demonstrate motivational skills that promote improvement among team members. An individual in a leadership capacity has to be cognizant of the environment, culture, and status of the employees. This underscores the aforementioned point of a leader having an excellent working knowledge of the organization. A leader must be an astute contributor to organizational success. The ability to lead within an organization is not about a single characteristic. A leader can be a social anomaly, a methodical administrator, or outstanding innovator. The circumstances of leadership are dependent upon organization, staff, and, work-related exigencies. Events within the organization help to define the success of a leader. It is not the pleasant or merely inconvenient situations that prove leadership within a person. In many circumstances, it is the conduct and character of the person in crisis and adversity that characterizes successful leadership.

Focused Leadership Reasoning is an essential aspect of leadership and substantiates the overall practice, direction and advancement of the organization. A leader’s ability to think and establish logical outcomes is crucial. Organizational development is both fundamental and a progressive demonstration of growth and vision. Because leaders are constantly called

upon to develop a system of work ethics, practices and training that engender overall organizational leadership must incorporate practical methods of productivity as well as relational ones. Hearts and minds must work systematically alongside dollars and cents. Productive outcomes will be effectively developed through inclusive methods of leadership. Being an active part of the events within an organization leads to worker productivity and enhances morale. Effective leadership intrinsically fosters the best interest of all. Consequently, it is important that a leader’s reasoning be proven and trusted so that it may be strongly implemented. Kelehear (2004) continues to describe characteristics of leadership through a process of reflection. The ability to think through and critique decisions made in varying situations is an essential practice of leadership. Growth in the process of leadership can be operationally reviewed through journaling and other practices of recording leadership events. It is a noble and notable practice for a leader to reflect upon the positive and negative results of his or her management style. This candid review of leadership benefits the overall organization because leadership is strengthened through careful analysis of practice.

Leadership in Conflicting Perspectives A leader’s ability to transcend the ideas of conflicting perspectives can be rooted in the identification of goals. This is an important aspect of leadership. Understanding and helping a group work towards anticipated outcomes is generally required for successful outcomes. Leaders need to think, feel, and respond within the best interests of the organization. Knowledge of the group’s background and individual expertise facilitates leadership viability. Leaders need to work within the ability of the workforce. Leading beyond the group’s ability is problematic. The group can only demonstrate accomplishment in area of proficiency. Confident leadership skills are supported through experience. The ability to build on successful practice enables a leader to progressively embark upon habits that are in the best interest of the work team and organization. Patterned successful behavior on the part of effective leadership can be implemented and encouraged throughout the organization. The idea of success being built upon success is a concept upon which organizational development should be hinged. Leadership skills can be learned, practiced and refined throughout a workgroup.

Concluding Points The nature and scope of leadership can be challenging. Sokolove (2003) gives a picture of leadership tenets surprisingly founded on poor practice:

Practicing bad leadership will not turn out to be good some day. If the leader’s style is bad, some aspects need to change. If a leader keeps doing what he has always done, he will keep receiving what he has always received. (p.74)

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Leadership is not always a straightforward process. The path of diligent and committed executive level direction is often won through many struggles and subsequent accomplishment. A leader will often meet with frequent adversities that require adjustments. An individual unwilling to adjust and appropriately respond to adverse situations can change through reflection and self-analysis. Overall, leadership is an imperative in every aspect of our social milieu. Children view parents, teachers, and appropriate adult figures as role models and leaders. This perception results from a trust and accepted demonstration of concern for their development. Organizationally, workers look up to authority figures in a similar way as role models. In this conceptual frame, it is essential that the integrity of leadership be perpetuated as a means of future organizational and societal success.

References

Hoyle, R. J. (2002). Leadership and the forces of love: Six keys to motivating with love. Thousand Oaks, CA: Corwin Press, Inc.

Kelehear, Z. (2004). Reflection helps leaders find inner balance. Journal of Staff Development25(2), 72-74.

Senge, P.M. (1990). The fifth discipline. New York, NY: Currency Doubleday.

Sokolove, B., & Field, M. (2003). How to fail as a leader. Law & Order 51(10), 74-80.

Wheatley, M. J. (1999). Leadership and the new science: Discovering order in a chaotic world (2nd ed.). San Francisco, CA: Berett-Koehler Publishers.

Zemke, R. (2001). Where do leaders come from? Training 38(8), 44-49.

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The World Turned Upside Down: Hyacinths, Loaves and Butterflies

Brett Gilliland

At a time when the heads of English schools and superintendents of American schools are under immense pressure due to mandates, laws, requirements and standardized testing, many leaders may feel like “The World Turned Upside Down” (Montgomery, n.d.). On the academic hit parade of patriotic music “The World Turned Upside Down” is up there in the top ten with the “Star Spangled Banner” and the “Battle Hymn of the Republic.” As Dr. Vivian Williams, Director of the Norham Centre for Leadership Studies, stated in his opening speech for The 18th International Oxford Conference, “Tradition has it that when Cornwallis surrendered at Yorktown (1781) the British played this tune.” It was apropos for the historical event and now for this educational debate. The world’s most potent military power, in the first event, was trounced by a bunch of farmers, shopkeepers and overdressed Frenchmen in a battle that all but ended the Revolutionary War. Now the English and American governments have given many unfunded mandates to educational leaders with required programs and remediation and no way to fund them. A few bars of “The World Turned Upside Down” may be perfect for the occasion, especially the lyrics: “Yet let’s be content, and the times lament, You see the world turn’d upside down” (Montgomery, n.d, ¶ 43). Sir Alec Clegg in 1980, right before the 1983 time of A Nation at Risk, questioned education with his clarification of the “Loaves and Hyacinths.” A headteacher, Mark Chesterton shared this analogy with educators from America and England at the 2004 Norham Centre Conference. Chesterton quoted Clegg in stating that “loaves are mainly concerned with facts and their manipulation, and they draw on the intellect. The hyacinths are concerned with a child’s loves and hates, fears, enthusiasms and antipathies, with his courage, his compassion and his confidence” (Clegg, 1980). In a time of No Child Left Behind (NCLB) in America and the Ofsted in England, Sir Alec Clegg shared the following and timely statement, “It is one thing to know how to make a bomb, it is another to decide who is to be killed by its use” (Clegg, 1980). We are all focused on standards of education today, but are we forgetting how to teach students to think. By thinking, students need to know not only the facts of a subject, but also how to take those facts and create an answer or hypothesis by which to solve a problem, and show creativity. The thirteenth-century Persian poet, Muslih-uddin Sadi, counseled us thus:

If of thy mortal goods thou art bereft And from thy slender store Two loaves alone to thee are left Sell one, and with the dole Buy hyacinths to feed thy soul. (Jensen, 2003)

Perhaps Clegg foresaw the situation of forgetting hyacinths becoming fat and lazy on loaves alone. However, Professor Tim Brighouse, Chief Education Officer of Birmingham City Council, confounded the loaves and hyacinth debate when he added a third component. He discussed an addition of butterflies. Brighouse (2001) urged his audience to collect butterflies, which he defined as small things that make a difference. Margaret Holiday, Assistant Headteacher at the Old Stratford Primary School in Northamptonshire, cited Michael Satterly as he asked and responded to a question, “Why do you study other systems – to better understand my own.” This quote is the epitome of what happened in St. Peter’s College under the direction of Dr. Vivian Williams at the Norham Centre for Leadership Studies. During this, the 18th International Conference, whose theme was, “Leadership in Self-Governing Schools: Shared Leadership for More Effective Schools,” participants were able to experience a day in the life of a leader. One such example was given by Jeffrey Pelling, Assistant Department Chair of English in the Marlborough Secondary School. He explained there are a lot of similarities in philosophy and education in both the United Kingdom and America. With respect to curriculum, “Even though the ‘standards’ or ideology of education in the U.K. is put upon the teachers, there is an amount of flexibility on how you present the materials to the students.” When asked about the state of education in the U.K. today, he spoke about the tests and preparations for them as well as the anxiety created by the reporting of the scores. He also told the participants about “going back to the grind” after testing just as we do in America. He gave details about standards and goals, and also discussed how students react and work. He ended the discussion by saying that the education pendulum sometimes swings away from standards but inevitably will return to them. However, he felt that the students were losing individuality and the critical creative thinking that kids naturally have. This ties into the discussion by Mark Chesterton on day one of the conference with the loaves and hyacinths example. Jeffrey asked, “Are we becoming a society of lemmings who will not be able to think for ourselves or think out of the box? My fear is that we will be creating students that will not yield a Picasso or Rembrandt or a Bach, Beethoven or Jimmy Hendrix. Will our students

Brett Gilliland is Coordinator for Educational Support Service, Tuscarora Intermediate Unit #11, Pennsylvania

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lose the ability to create, compose or see with different colored glasses?” Margaret Holiday gave another example. She has been deputy headteacher of a variety of schools for a number of years. Additionally, she has presented at the Norham Centre Leadership Conference since 1998, having been a practicing teacher, mainly with fifth grade responsibilities for management, discipline, behavior issues, and curriculum. She feels that education should include the arts. When a participant noted that her school attended strongly to the arts, she responded, “We dare to be different. I have seen what it was like before the national curriculum and saw that we did what we wanted to do or what the headmaster wanted us to do.” She went on to say, “Christian Schiller said English education students should do what excites them in education rather than do cookie cutter curriculum.” She became aware that delivering the curriculum doesn’t always justify anything. She recalled, In 1989, everything came out of a book. It was seen that curriculum changed and we let certain students down without basic skills. So the government organized the national curriculum group. The curriculum was put together by ‘three wise men’ in a cross curricular approach which required students to sit in unnatural positions for long periods of time, do schooling in a year, and get everyone to know a national curriculum. She added that she was not thumbing her nose at the government or educational leaders. She was following the curriculum, with the addition of the arts, because she felt that the students were inspired by music and drama, which in turn induced creativity in the students. She felt that teachers needed to do lessons with depth and understanding of the whole process of learning and teaching. Their lesson plans needed to include an introduction, a statement of objectives, an academically rigorous activity and “lesson plenary closure.” There is a show on Broadway and in London that expresses how many educators and educational leaders feel about instruction. The play is Fame. There is one scene in which a talented performer is a low, academically challenged student who does not complete work for an English teacher who also happens to be an administrator. The result of the confrontation is called the “Teacher Argument.” I would just like to quote a few lines from this song as a reminder that, as educational leaders, teachers, and people who are responsible for the future of the world, we are in a constant struggle with the development of “Loaves and Hyacinths.” We must form an educational process that encourages rigorous academics without stifling or forgetting creativity.

(Miss Sherman, spoken) Greta, you know that 90 percent of these kids will never make a living in the arts we have to prepare them for life or what’s Tyrone gonna do if he can’t make it as a dancer, mop floors? (Miss Bell) Tyrone will make it (sung) I’ve seen them come and go for all these years kids with no talent for anything more than carrying spears another year another shipment lacking the drive or the style or the basic equipment this one is different. And I can see me there, unremarkable me the kid in the ballet class this one is different I tell you this one can dance this one is virtual I tell you give him a chance (spoken) Tyrone will make it, he will (Miss Sherman) Fine, and I wish him luck but this is an academic institution with academic standards Oh I know, we’re the fame high school now ever since that movie came out they come here expecting to become stars and you people think you run the show here oh teach them to perform and who cares if they can read or write who needs to write anyway as long as they can sign their name on a contract (Miss Bell) and who are you? Defender of the true faith (Miss Sherman) Exactly!(Levy, 2000)

For more than a decade, politicians, business leaders and educational leaders have assumed that their education systems needed reform, not re-design (Abbott & Ryan, 1998). On both sides of the Atlantic reformers have insisted that young people can be successfully prepared for the challenges and opportunities of the Knowledge Age by getting systems of education designed for the Industrial Age. In taking this stance, much of the emerging body of research into the nature of human learning has failed to be fully appreciated (Abbott & Ryan, 1998). New forms of education await development through exploiting new insights emerging from an ever-increasing array of research into how people learn how to learn, real understanding and transferable skills, then merging

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these insights with best practice from around the world. If learning is the critical issue for the future, and not simply more schooling, then a transformation of the life of the community is as essential as any restructuring of formal educational arrangements (Abbott & Ryan, 1998). Learning and schooling are not synonymous. “Learning and emotion cannot be separated; it is a waste of time to try” (Sylwester, 1995, p.73). No form of schooling can continuously compensate for a dysfunctional community; conversely, the harder the schools try, the less incentive communities have to help themselves. At the most fundamental level, it is impossible to bring up children to be intelligent in a world that appears unintelligible to them. Within a society dependent as never before on the intellectual and practical capabilities of people to demonstrate creativity and the mastery of a variety of skills, the key object of formal schooling, in both England and America, has to give every child the confidence and ability to manage their own learning as an ongoing lifelong activity (Abbott, 1997). Educational institutions need to decide whether to cultivate wheat to bake loaves or to incubate and grow hyacinths. If the youngest children are progressively shown that a lesson about learning something can also be made into a lesson about how they “learn-to-learn” and remember something, then the child, as he or she becomes older, starts to become his or her own teacher. The student will be “working on the work” and will actually become, as Phil Schlechty states, “part of the ‘learning productivity process’” (2001, p.42). The older the child becomes, the more the child, as a learner, becomes a resource that the community can come to value. Like both wheat for loaves and hyacinths, this dynamic process has to be cultivated and grown. Educational leaders must assist educators to progressively wean pupils from their dependence on teachers and institutions and give them the confidence to manage their own learning, collaborating with colleagues, even as far as across the pond, and using a range of resources and learning situations (Abbott, 1997). To achieve this, the formal school system and its use of resources has to be completely reappraised, and effectively turned “upside-down.”

Resources

Abbott, J. (1997, September). Upside down and inside out: A challenge to redesign education systems to fit the needs of a learning society. 21st Century Learning Initiative. Washington, DC: Rothschild.

Abbott, J., & Ryan, T. (1998, January). Upside down and inside out: A challenge to redesign education systems to fit the needs of a learning society. The American Administrator, 1, 53-60.

Brighouse, T. (2001, April). Hyacinths, loaves and butterflies. Education Journal, 53(2), p.12.

Clegg, A. (1980). Loaves and hyacinths. As presented by Chesterton, M. at the Norham Centre for Leadership Studies Conference (2004, March).

Jensen, L. (2003, March 30). The soul of an artist and the saving grace of art. The Journal of the Association for Religion and Intellectual Life, 2, 27-33.

Levy, J. (2000). Teacher’s argument. On Fame. [CD]. London.

Montgomery, D. (n.d.). If ponies rode men and grass ate the cows. Just what tune was in the air when the world turned upside down? Retrieved March 30, 2004, from http://www.americanrevolution.org/upside.html

Schlechty, P. (2001). Working on the work. San Francisco, CA: Josey Bass.

Sylwester, R. (1995). A celebration of neurons. Alexandria, VA: ASCD.

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Mentors and Contributorship: Reflections Past, Present and Future

Bruce P. Elliott

The day came for us to present material to our colleagues and to Dr. Vivian Williams. I handle stressful situations well, but on this day, I lost my poise. I could not speak. I could, however, write copious notes. The learning experience went beyond my expectations, and thus began a period of self-reflective growth which had begun several months earlier, culminating in everything I had learned in IDPEL. Through it I realized that not only had this bird left the nest, but that flying through life’s challenges is hard work. However, I now understand my journey. During this week several issues culminated for me. The two most important were the significance of mentorship and the essentialness of contributorship. Let me reflect. Dr. Thomas W. Holtzman, Jr. was Superintendent of Susquehanna Township School District, Harrisburg, Pennsylvania, for almost 13 years until he lost his battle with cancer in the year 2000. His outstanding leadership and his direct mentorship in my life contributed to who I am today and equally on what I will become tomorrow. His mentoring shaped some of my founding beliefs on how to operate as a leader and administrator. Dr. Holtzman was a leader who placed his mind, body, and soul into developing the quality of his entire school community, including administrators. His commitment to the community was his driving force. Faced with the need for changes in his district, he acknowledged those needs and accommodated the resolutions for satisfying those needs. He was wonderfully transparent. His entire operational mode was that of contributorship, from within large organizations down to the individual and specifically to me. From time to time, it is helpful having someone run interference and level the playing field. Dr. Holtzman groomed me to be a leader and supported my leadership development. An artful politician who threatened no one as he ushered in change, he inspired me to meet the needs of my students and teachers. He sharpened my understanding of and communication skills with parents. He also admonished me in a mentoring sense when I inadequately faced professional growth challenges. I have learned privately since his death that Dr. Holtzman had confidence in me and that belief has helped me pick up the mantle of leadership that I have chosen for my life. Dr. Holtzman was my hero, and I model my leadership style and management efforts in emulation of

him. As he did, I believe that effective leadership in a school district addresses the needs of its students, parents, and staff. I dedicated myself, as he did, and I modeled myself professionally after him because excellence required unequivocal commitment to the best interest of the entire school community. His leadership style compelled a school administrator to make decisions and take actions based on the long-term, best interest of the school community and to determine which interest takes priority in a particular situation. Dr. Holtzman’s contributions to my life, as Robert Frost said, “…have made all the difference.” I have since realized that he influenced many others as well. With his loss, I am challenged professionally to develop a new leadership style, one that incorporates his influence but becomes entirely my own. I believe that high-caliber teachers and administrators are master artists in their professions. Such mastery develops most easily when the educator is a well-organized planner who appreciates unity of purpose. Mostly, teachers need a voice, a sense of contributorship to do their finest work. In the last two years, I have also experienced the death of my mother and my closest sibling. Both of them had shown me how to care and demonstrate insightfulness through wisdom in order to live my life and influence people in a proactive manner. I am still adjusting to my new role of independence and responsibility. I am the baby bird that has been completely and abruptly pushed out of the nest. These three caring and discerning individuals gave me pearls of wisdom to order my steps through life. They were my greatest contributors in so many ways. They were and are my safe havens. I always appreciated the pearls they gave me, yet never expected that I would have to string them together by myself. I must stand tall and focus on my own guideposts in life. As my life is represented by the bird that is pushed out of the nest, I ask, “Are my wings ready? Am I willing to accept a leadership style that will be positive, that will work successfully?” These reflections I have encountered over the last week at Oxford University, and they have culminated in being able to accept the challenge and to answer the question, “Am I ready?” with, “Yes, I believe I can fly.” Spiritually and intellectually, I have learned many lessons. There are times, however, when it is difficult to demonstrate effective leadership. The more I learn about effective leadership, the greater my desire is to be an effective leader. I am sometimes distracted, however, when I do not hear an echo or affirmation or sense the presence of a shield. I hope to be able to provide this strength for others as I grow as a leader. Through prayer, I encourage myself from the inside. This connection with my inner self

Bruce Elliott is Middle School Principal, Susquehanna Township School District, Pennsylvania

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provides me with the strength to encourage others from the outside and not make their lives miserable. My obligation is to help students and teachers to succeed. This is the source of my energy. As Jonathan Livingston Seagull stated, “I must remind myself to not let the ‘birds’ in power push me out of my own circle of influence.” Simply, I cannot let them get me down (Bach, 1970). What is the value of my experiences this past week? I have had reaffirmed to me that any school district is a learning tree with some bad apples and some very good ones. I am able to recognize the differences between good and bad apples, and if I am honest with myself, I know that a bad apple may have good spots and a good apple may have a bad spot or two. As honestly as we try, few of us can appreciate where we are in the circle of influence. Others see things about us that are too familiar for the self to recognize. I am nervous and fearful, yet hopeful. I will stand on my faith. Also, and very importantly, I will draw on the things I have learned from the contributors in my life up to the present - and when I need to connect on a higher level, I will fly. Falling is a temporary prelude to flying. As I fall from the nest, I will continue to seek to understand and then to be understood. At times, I will return to the nest. I will question what my mentors, my contributors would have said or done in any given situation. I want to fly and make them proud. I want to teach others to fly high and well in the process as I have been taught. A successful career in the field of education continues to be my life ambition.

Reflecting on the present: The experiences, concepts, and philosophies Dr. Vivian Williams spoke about that day were many. Principals are leaders. They are leaders who are not good or great, but they are leaders who have contributors, not followers. Principals must view the learning environment from a holistic approach. They must remain life-long learners. They are also life-long mentors who must consistently demonstrate a willingness to have contributorship as a share valued within the learning environment. It is vital that principals, like myself, realize and understand that contributors are leaders. Some are good, some great and some not so, but all are leaders nonetheless. Principals must not speak only of contributorship. With contributorship, people must ask questions and give answers to assist in creating a vision with positive school cultures. I am flying, and growth is continuous. Teachers are not followers - they are contributors to the organization because they are masterful artists in their own rights. They have so much to offer and are better teachers when they are given the opportunities to be so. When they come to me, I must value that they have come to contribute; I must value what they have to say. I want to ask questions, such as how we can make our organization better, or what is their vision about specific topics. I want to utilize and incorporate their ideas. Dr. Holztman did it by looking for people who had strength in an area. When he wanted to shift a traditional middle school operation into a teaming concept, he

identified people with those strengths, asked for their input and then had them implement their ideas. Contributorship is involvement….of the highest kind. Contributorship permits leaders and followers to work at goals together with a realism that their conclusions can be utilized within the school community as practical strategies for success. Contributorship is positive and promotes expertise and appropriate behaviors among the organization. Contributorship must be earned by members in the school organization through honesty, self-reflection, opportunities, listening to others, and a flexibility to adjust to varying opinions and decisions. The independent schools in the United Kingdom definitely have something to teach public schools in the United States. National standards exist, along with a national curriculum, tests, and exams. The lesson learned is schools and all their community members must advertise and promote their schools from a positive perspective. Education must not be based on a legislative framework. The independent schools of the United Kingdom allowed government to change schools. Public educators in the United States must talk positively and promote themselves. A student’s best must be more important than any kind of governmental rules or requirements. Despite or maybe in support of my findings, my visitation to several schools showed me several things. The independent schools of the United Kingdom demonstrated that although a national curriculum exists, their leadership style is contributorship. Head Teachers are relentless and holistic with their vision of what makes their schools work successfully. There is a mindset of what it takes to excel at maintaining a healthy and psychologically safe environment for the members of the school environment. As an observer, I found that all school members are thinking outside the box and Head Teachers are not “shoving down” mandates and policies to their team. Instead, they are working hard to go against the flow to make their team a working community. Schools in the United Kingdom are living and breathing institutions permeated with warmth, friendliness, support and challenges. They strive to unite home and school with strong, positive relationships. Daily achievement is expected. There exists in the world today the concept of a global economy. The independent schools provide the best opportunities for students to grow and be valued individuals in society. They want their students prepared for the global community by making all students qualified, responsible, and caring. Teachers and principals are very much a part of the same team. They meet at the same table. They contribute their ideas together equally, with respect for all the varying voices. They work as team members to fight for what is best for their students. I have seen these ideas working during my week’s visit at Oxford. Leaders are contributors, not only leaders. Now that I’ve lost Dr. Holtzman, I have found that my new superintendent exemplifies both leadership and contributorship. At times she steps back and contributes,

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pushing me into an active leadership role. When she does so, I must lead. At other times, she will lead, while requiring me to contribute. Once again, I am learning “example” from a mentor. This is the same leadership skills I endeavor to pass on. My goal is to “do” contributorship with my teachers and my team. I am now in full flight. I travel back to that nest to see what old mentors might say - those supporting wings who supported me while I was that little bird in the nest. I hope to be able to provide this strength for others as I grow as a leader.

Reference

Bach, R. D. (1970). Jonathan Livingston Seagull. New York, NY: Harper Collins.

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The Learning of a Leader: A Formal or Informal Lesson?

Chad H. Bennett

Through the numerous opportunities for introspection while at thirty thousand feet, traveling five hundred-fifty miles per hour, I felt an internal sense of comfort and excitement engulf my psyche. I was thoroughly impressed and excited by the amenities that the airline had to offer me as a passenger. Complete video library, music, and an electronic navigational system which would pinpoint the geographic location of the aircraft in relation to its air speed and altitude. As I sat there pondering the marvels of this technology, it dawned on me that although change is quite constant through the many facets of our life, a common thread still exists among all of us as human beings. We all are imperfect, but strive to make sense of our rapidly changing world. We often speak about technology and the Information Age, and how fast each is propelling humanity into an age of endless informational possibilities. However, in the end, we are very much the same in fashion, no different than the individuals that have spanned the globe, yesterday, today, and tomorrow. It became quite apparent that experiencing new ideas, ways of life, and culture can act as common threads to bring us all together, including the enriched development of educational leaders across the globe. This experience was sure to be a monumental. Often times, the most influential learning experiences can take place in the most informal of situations. It becomes quite apparent that, in varying degrees, we place too much influence on formalized environments and therefore hang our hats on the prestige of structured learning situations. In many instances, we as leaders fail to recognize the importance of unstructured, free flowing, unrestricted opportunities to share. It is not my intention to devalue the importance of formalized learning situations, but rather to bring attention to the opportunities for learning outside of normal arenas. The interaction experienced by the conferees is of the utmost importance. We all participated to varying levels throughout the week’s endeavors, creating new links to one another and strengthening bonds that already exist. As Margaret Wheatley would say, “Relationships, not lone individuals, are the basic organization unit of life” (Wheatley, 1999). It’s quite evident that relationships are very key to the development of our leadership skills. Hearing from the various higher education syndicate speakers enabled us as leaders to better broaden our perspective and assist our abilities to make informed decisions, while maintaining a level of creativity and

fairness for all with whom we lead. After brief reflection, I realized that the conference would not only stretch my intellect, but stretch my eyes as well. You may ask, “Stretch your eyes?” This is what I mean. An individual can listen and learn, but an explorer with eyes wide open can touch, see, and experience the boundless encounters that a culture has to offer. We as leaders are all explorers in the path of providing direction, not only in our organizations, but also within our own internal compasses. Participation in the Norham Centre’s Leadership Conference was exactly that, an opportunity to reset an internal compass through an engagement of intellectual and cultural stimulation in order to provide insight into what makes us all valuable leaders.

Reference

Wheatley, M. (1999). Leadership and the new science: Discovering order in a chaotic world. (2nd Ed.) San Francisco, CA: Brett-Koehler Publishers.

Chad Bennett is Coordinator of Academic Support Services, Shippensburg University, Pennsylvania

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The Oxford Journey: Shared Experiences, Shared Learning, Shared Moment in Time

David Reeder

A cohort departed Duquesne But you can’t get to Oxford by train So they all took the notion To fly cross the ocean A scholarly time to be gained

My journey to Oxford University to attend and contribute to an international conference on leadership had not been envisioned in 1957 when I started my life’s journey on a dairy farm in south central Pennsylvania. My European ancestors, the Reeders and Cross’s, were from England and Scotland, respectively. Finding myself in the land of my roots in the year 2004 was truly an emotional experience I had not anticipated. There was no sleep for me on the flight from Washington, DC, to London, UK. I am not sure why this was the case since sleeping is not an area in which I am unskilled. I have to believe that this was the beginning of my reflective experience and the shared learning afforded through Duquesne University and St. Peter’s College in Oxford. However, the scholarly experience with a group of fellow travelers was an emotional as well as an intellectual journey that began for me when I was deposited at Dulles International and started seeing my Duquesne colleagues filter into line for check-in. We were beginning a trip that had become a symbolic rite of passage and experiential learning event at the end of doctoral coursework at Duquesne University. It was evident that our world had changed since the last Shippensburg cohort had participated in the spring of 2001. September 11, 2001 had altered the way we live, learn, and process life. Some trepidation could be sensed among my fellow passengers as we passed through a variety of security checks and proceeded through the metal and luggage surveillance areas at Dulles International Airport. As I ambled down the passage to the airplane I observed several of my cohort friends removing articles of clothing in the hallway and a wand being passed over them. It was both amusing and disconcerting at the same time, another reminder of societal change and how this journey and the learning experience were different in this time and place. Still no sleep as we landed at Heathrow at 7:30 am Saturday morning UK time. At this point I had been awake since 5:00 am USA time Friday morning and was beginning to feel the fog of fatigue settle over my consciousness. Fortunately, I was among a cohort of leaders and knew that

I could easily fall into the follower role with some minor contributorship along the way. As a group, we problem-solved our way to the bus that would take us from Heathrow to Oxford. As uneventful and drizzly as the trip turned out to be, I tried to doze, but sleep would not come. We arrived at the bus station in Oxford, and had no clue as to which direction would lead us to St. Peter’s College. We decided to simply start walking toward a perceived heart of the town and ask friendly faces where the college was located. After several unsuccessful attempts we finally accessed viable information and found our way a few short blocks to the entrance at St. Peter’s. This would be our home for the next week. It felt reassuring to reach the reception area and see a friendly face behind the desk confirming our existence in this time and place. The journey of learning and shared experience continued. The meetings that ensued at this juncture involved introductions of other participants and seeing Dr. Vivian Williams and his staff. Dr. Williams had been in the United States a few years ago and presented to our doctoral class. We had all been looking forward to the conference but the experience became problematic when Dr. Williams experienced severe health problems. Now here we were with Dr. Williams who seemed as lively and scholarly as we had remembered. How different our experience and learning would have been had circumstances been different and this capstone conference not taken place. Events in life happen for a reason. Our schedule for the week was outlined in a document that indicated we would be very busy from dawn to dusk and beyond for the next week. Visits to schools during the day and presentations in the afternoons and evenings would be the order of business. The itinerary made me tired, though I was unsure whether it was that or my lack of sleep for the past forty-eight hours. We met in a conference room on St. Peter’s campus that would serve as our base of operations for meetings and presentations. As we settled into the comfortable chairs and warm space, fatigue became my enemy as I fought valiantly to maintain a cognitive presence. Unfortunately, the need for sleep was stronger than my will and I left the world of scholars for periodic dreams and unexplained dark territories. Every so often my colleagues would nudge me or prop me up but, in general, thought my predicament quite amusing. Shared experiences and dilemmas forge the best relationships. The visits to various schools in the United Kingdom were a highlight of the learning experience. My background includes teaching science to10 – 14-year-old students for nine years before moving into the administrative arena as a middle school and high school principal for the next sixteen years. The opportunity to observe and dialogue

David Reeder is Principal, Springfield Middle School, Williamsport, Maryland

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with teachers and administrators in a different country and educational environment was extremely enlightening. My first visit was to a wonderful school named Deanshanger Primary School, tucked away in the city of Milton Keynes about forty minutes from Oxford. Security was evident as we approached the front door and were introduced and admitted. The Headteacher met us and provided us with a prospectus of the school, a tour of the facility, and introduced us to some of the staff in the immediate area. We were then permitted to move about the school to visit classrooms, speak to students and teachers, and observe the instructional process. The school was considered a large elementary and contained approximately three hundred students. In the United States this would have been an average to small elementary. Observing instruction was quite a treat with the most obvious difference being the English dialect. In one class I sat in a student chair with my knees up to my chest, closed my eyes and just listened. It was an incredible experience for me to be transported inside a Harry Potter novel. Listening to elementary children speaking in what I perceived to be such proper English was quite a treat. Aside from this huge auditory difference, it was interesting to note that much is the same when it comes down to actual instruction in the classroom. The issues of quality instruction, dealing with students with disabilities, and human behavior were all very similar to the United States. I observed an instructional assistant sitting at a table with several students as the teacher facilitated the lesson. She worked with several students who seemed to be having difficulty focusing. She also assisted the students when they were working with the concept of a circle and 360 degrees. It was evident from the kinesthetic activity the teacher had provided for the class that these students needed the one- on-one attention. In another setting outside the classroom, an instructional assistant was working with an autistic child using clay and hands-on methods to stimulate neural functions. In still another instructional setting the teacher was using a computer lab for written composition as well as artistic expression of characters. In all cases the interaction between the students and the teacher were paramount to student success. We visited a secondary school on the second day named Kingsbrook School, located near Milton Keynes, which is the next level when students leave the primary grades. The school contained over a thousand students ages eleven through eighteen. The Headteacher was absent that day so the Deputy Headteacher served as our host. This school would have been equivalent to grade seven through twelve high schools in the United States. As we sat in the office getting an overview of secondary education in the United Kingdom, the fire alarm sounded. I thanked the Headteacher for planning a fire drill for our benefit but he informed me that this was not a result of his planning so we exited the building with students and staff. It is much nicer observing this type of scenario when it is not yours to manage. We stood on the blacktop in the back of the building in a

mixture of rain and sunshine. All was orderly and we were informed that the false alarm was likely perpetrated by one of the students. I was beginning to feel at home. We were given a tour of the building and were again permitted to wander about the facility to visit classrooms. A substitute shortage required coverage by various staff and some classes were left somewhat to their own devices. We popped into one class where a substitute was maintaining classroom control admirably with a group of thirteen-year-old students. Several of the boys were jumping around and made some comment as we entered the room and were introduced as visitors from the United States. The substitute admonished them for their response saying “Stop being so cheeky.” They settled down but it was evident that hormonal fluctuation is universal in middle school age children. Following the excitement and between the times the Deputy Headteacher needed to teach snippets of classes, we engaged in a discussion regarding the role of the administrator in the United Kingdom. In addition to observing and evaluating teachers and staff, the Head Teacher engages in making many site-based decisions. Overseeing contracts for food services and school construction are typically the purview of the site-based administrator. Writing grants to access funds for projects, submitting them for review, defending the request, and finally overseeing the project and assessment are common activities. I was quite impressed with the scope of responsibilities required of the Headteacher in regard to the facility and day-to-day operational concerns. The Headteacher’s plate in the United Kingdom is truly full if not overflowing. I believe this is a detriment to instructional leadership and praise the leadership for surviving on a daily basis. Needless to say, the exchange of ideas and the experience of observing administrators, teachers, staff, and students were truly valuable learning experiences. Our final event was a truly spectacular dinner in one of the great halls of learning. We dined by candlelight and engaged in scholarly and bawdy discourse regarding the experiences of the week. As I flew back to my home in Pennsylvania, the flight afforded me the opportunity to reflect on shared experiences, exchanged ideas, and a shared moment in time that will not be forgotten, and sleep…

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Cross-cultural Education Can Be for the Teacher, Too

Edward Arke

For centuries scholars have been wandering the globe in search of knowledge or to share and spread ideas. Those travels have not only helped the scholars to grow but can also bear fruit when they return to the classroom in their homeland. A 1992 research study done at the State University of New York at Buffalo (SUNYAB) discovered ways faculty members were able to make their teaching more relevant to diverse populations while making their course content more international in scope (Razzano, 1996). Those modern-day wanderers gathered new concepts and ideas and made them applicable to the classroom. This research finding has a strong connection and relevance to my experience at the Educational Leadership Development Conference at St. Peter’s College, Oxford University. Messiah College has been recognized nationally for the high percentage of students that spend some portion of their college careers studying abroad. Some of those experiences come from semesters abroad, others through faculty sponsored cross-cultural trips. It is only occasionally that faculty members grow through a professional development experience abroad. More higher education professionals can benefit from personally interacting with the global marketplace in which colleges and universities are increasingly immersed. One only has to walk through the streets of Oxford to be impacted by the educational significance and historic nature of the centuries-old institution. To stare in awe at the great halls, magnificent chapels and well-groomed “quads,” a visiting scholar is immediately impressed by the influence Oxford University has had throughout Great Britain and the world. It is an educational aura that provides an opportunity for learning, both intentional and subconscious. Younes and Asay discuss the unique opportunities international study experiences have for participants. They note such tours provide a vehicle for individuals to “contextualize world events and to determine their responsibility for the future as it unfolds” (2003, p. 141). The immersion that individuals have in a culture that does not possess the same world views helps to broaden the perspectives of those who venture outside of the safety of the classroom to learn what is outside their windows on the world.

At SUNYAB, faculty members found that upon returning home, they made a more conscious effort to stay informed of international news and events. “By watching or listening to foreign news broadcasts and by maintaining contact with foreign friends, the professors felt better prepared to analyze worldwide phenomena from differing viewpoints” (Razzano, 1996, p. 269). The BBC has now become a part of my attempts to digest a well-rounded media diet in order to maintain a global awareness and how the rest of the world impacts the field of broadcasting and communication. Considering and processing news reports originating from other parts of the world helps me to better educate students at Messiah College about the media marketplace that exists today. Kirkwood calls for more discussion of global education so educators can agree on a definition for the term. However, as she works to help define the field, she also points to its benefits. She says among the implications is the need to be prepared for an involvement with worldwide systems. “It requires the removal of the national border as a barrier in education at all levels and in all subjects” (Kirkwood, 2001, p. 11-12). The relevance of this statement to my work as a Communication educator dealing with mass communication industries at the higher education level is two-fold. First, despite the obsession many Americans have with various forms of the media, they fail to realize that many outlets are owned and/or controlled by multi-national corporations. The FOX television network is an example of one which has all the appearance of an American media company but is actually controlled by international media mogul Rupert Murdoch. Second, my interaction with higher education colleagues, researchers and scholars at Oxford helped me to realize that despite the 3,500 hundred miles that separate the United States and United Kingdom we share similar challenges. Questions over academic standards, admission requirements and the tight fiscal situations stretch beyond America’s east coast. Opportunities to gather in an international setting and share the situations at our respective institutions are helpful in trying to create solutions to the ongoing challenges that we face. Part of a consensus definition of global education is “state-of-the-planet awareness” (Kirkwood, 2001, p. 12). Kirkwood says that requires an understanding of world conditions, developments, trends and other problems confronting the world. It is this awareness which can lead to educators around the globe finding innovative solutions to common problems that seem to arise at all stages of the educational process. Research has shown learning takes place at many

Edward Arke is Assistant Professor of Communications, Messiah College, Pennsylvania

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different levels and in many different ways, both intentionally and incidentally as well as introverted and extroverted. The immersion in other cultures that cross-cultural study provides can result in greater retention by students than would occur in a traditional setting (Younes & Asay, 2003). This longer retention can last a lifetime, particularly if faculty members continue to expand their world view through travel and international study throughout their careers. More research is needed, to quantify for those scholars who demand such studies, how the quality and outcome of international study and classroom learning compare. Younes and Asay (2003) indicate there is a gap in scholarly research regarding such comparisons presently. Despite the lack of quantified data, from a qualitative and anecdotal point of view, there is certainly much to be gained from cross-cultural study for both college-age students and faculty.

References

Kirkwood, T. F. (2001). Our global age requires global education: Clarifying definitional ambiguities. The Social Studies 92(1), 10-15.

Razzano, E. (1996). The overseas route to multicultural and international education. The Clearing House 69, 268-270.

Younes, M.N., & Asay, S.M. (2003) The world as a classroom: The impact of International study experiences on college students. College Teaching 51(4), 141-147.

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Reflection on the Tutor-Student Relationship: Oxford Style

Gwendolyn Durham-Swingler

Introduction Enrollment in the Interdisciplinary Doctoral Program for Educational Leaders and attending the 18th International Leadership Conference in Oxford, England, have changed my life forever. Having an opportunity to reside in one of the thirty-eight colleges of such a prestigious university was an honor and a privilege. Scholarly reflection, experiencing the British culture and, ultimately, contributing to a scholarly forum are noteworthy accomplishments that will always be treasured. Global netw